2015 - Fellow of the American Educational Research Association
Peggy A. Ertmer focuses on Technology integration, Pedagogy, Mathematics education, Educational technology and Professional development. The Technology integration study combines topics in areas such as Teacher education and Curriculum. Her work on Technology education as part of general Pedagogy study is frequently connected to Information technology, therefore bridging the gap between diverse disciplines of science and establishing a new relationship between them.
Her work is connected to Teaching method and Learner engagement, as a part of Mathematics education. Her Educational technology research is multidisciplinary, relying on both Affect and Knowledge management. Her Professional development research includes themes of Computer-Assisted Instruction and Qualitative research.
Her primary areas of investigation include Mathematics education, Educational technology, Pedagogy, Technology integration and Teaching method. Her Computer-mediated communication research extends to Mathematics education, which is thematically connected. The concepts of her Educational technology study are interwoven with issues in Distance education, Online participation, Conceptual framework and Medical education.
Her study in the field of Professional development and Faculty development is also linked to topics like Facilitation. The various areas that Peggy A. Ertmer examines in her Professional development study include Computer literacy and Curriculum development. Her research integrates issues of Qualitative research, Self-efficacy, Teacher education and Curriculum in her study of Technology integration.
Her scientific interests lie mostly in Mathematics education, Educational technology, Pedagogy, Instructional design and Technology integration. Her work on Teacher education and Problem-based learning as part of general Mathematics education study is frequently linked to Context effect, therefore connecting diverse disciplines of science. Her Educational technology research incorporates elements of Teaching method, Cognitive science, Conceptual framework and Learning theory.
Peggy A. Ertmer combines subjects such as Semi-structured interview and Perception with her study of Teaching method. Her research in Instructional design intersects with topics in Teaching skills, Medical education, Knowledge management and Adult learner. As part of her studies on Technology integration, Peggy A. Ertmer often connects relevant areas like Self-efficacy.
Peggy A. Ertmer mainly focuses on Educational technology, Mathematics education, Pedagogy, Instructional design and Context effect. Peggy A. Ertmer specializes in Mathematics education, namely Technology integration. Her Technology integration research is multidisciplinary, incorporating elements of Multimethodology and Web 2.0.
Her research integrates issues of Qualitative research and Self-efficacy in her study of Pedagogy. Peggy A. Ertmer interconnects Attitude change, Facilitator, Adult learner and Medical education in the investigation of issues within Instructional design. Her Computer-mediated communication research includes elements of Electronic learning, Content analysis and Knowledge management.
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Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration?.
Peggy A. Ertmer.
Educational Technology Research and Development (2005)
Addressing First- and Second-Order Barriers to Change: Strategies for Technology Integration
Peggy A. Ertmer.
Educational Technology Research and Development (1999)
Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect
Peggy A. Ertmer;Anne T. Ottenbreit-Leftwich.
Journal of research on technology in education (2010)
Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective
Peggy A. Ertmer;Timothy J. Newby.
Performance Improvement Quarterly (2008)
Teacher beliefs and technology integration practices: A critical relationship
Peggy A. Ertmer;Anne T. Ottenbreit-Leftwich;Olgun Sadik;Emine Sendurur.
Computer Education (2012)
Self-regulation and academic learning: Self-efficacy enhancing interventions.
Dale H. Schunk;Peggy A. Ertmer.
The expert learner: Strategic, self-regulated, and reflective
Peggy A. Ertmer;Timothy J. Newby.
Instructional Science (1996)
Examining Teachers’ Beliefs About the Role of Technology in the Elementary Classroom
Peggy A. Ertmer;Paul Addison;Molly Lane;Eva Ross.
Journal of research on computing in education (1999)
Teacher value beliefs associated with using technology: Addressing professional and student needs
Anne T. Ottenbreit-Leftwich;Krista D. Glazewski;Timothy J. Newby;Peggy A. Ertmer.
Computer Education (2010)
Increasing Preservice Teachers’ Self-Efficacy Beliefs for Technology Integration
Ling Wang;Peggy A. Ertmer;Timothy J. Newby.
Journal of research on technology in education (2004)
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